Teachers’ Well-Being Levels by Gender and Marital Status: A Meta-Analysis Study

Year 2023, Volume: 11 Issue: 1st International Positive Schools & Well-Being Congress Special Issue, 38 - 60, 27.09.2023

Ali Erden , Hale Erden , Tufan Aytaç

https://doi.org/10.47215/aji.1304646

Abstract

The main purpose of the current study is to reveal the effect of gender and marital status variables on teachers’ well-being levels. The databases named Higher Education Institution Thesis Center, ProQuest, EBSCOhost and Google Scholar, National Academic Network and Information Center (Academic Archive of Turkey, National Collective Catalogue, Journal Park Academic) were searched and 62 studies for the gender variable and 34 studies for the marital status variables were included in the scope of the meta-analysis. Sample sizes of the studies included in the research is as follows: according to the gender variable, sample size is 25088, and according to the marital status, sample size is 14705. The Comprehensive Meta-Analysis Version 2.2.064 (CMA) program was used in the analysis of the data. As a result of the analysis completed, it was observed that there was no publication bias in the individual studies in the study for all variables. As a result of the analysis made according to the random effects model, it was determined that the overall effect size of the gender variable (d=0.05) and the effect size of the marial status variabel (d=-0.12) on teachers’ well-being levels were weak and insignificant. As a result of moderator analyses for all variables, statistically significant inconclusive results have been achieved. When the findings of the research were evaluated in general, it was seen that the characteristics of teachers such as gender and marital status did not have an effect on teachers’ well-being levels or they were at a very weak level. When the effect of research characteristics on research findings is examined; it was seen that the type of grade, publication type, school type, teacher branch, the region where the research was conducted and the gender of the researcher did not have a moderator effect.

Keywords

Gender, marital status, meta-analysis, teacher, well-being

References

• * The related theses and articles are included to the meta-analysis study according to the purpose of this research study. Aguinis, H., Pierce, C. A., Bosco, F. A., Dalton, D. R., & Dalton, C. M. (2011). Debunking myths and urban legends about metaanalysis. Organizational Research Methods, 14, 306–331.
• *Ağaçbacak, P. M. (2019). Examination of the relationships among psychological well-being, self-efficacy beliefs and organizational commitment behaviors of elementary school teachers based on positive psychology (Unpublished master’s thesis). Marmara University, İstanbul.
• *Akkoç, G. Ö. (2016). The relationship between positive psychological capital and well-being levels and organizational performance of managers working in upper secondary education institutions (Unpublished master’s thesis). Alanya Alaaddin Keykubat University, Alanya.
• Akın, A. (2009). The effect of Rational Emotive Behavioral Therapy based group counseling to the psychological well-being and self-compassion (Unpublished doctoral thesis). Sakarya University, Sakarya.
• *Altıparmak, D. (2019). Mediating effect of self-compassion in relationship of life purpose life meaning and well-being of teachers (Unpublished master’s thesis). İstanbul Sabahattin Zaim University, İstanbul.
• *Arabacı, K. (2021). The examination of primary school teachers' leisure satisfaction attitudes towards teaching and psychological well-being (Manisa province case) (Unpublished master’s thesis). Manisa Celal Bayar University, Manisa.
• *Arslan, A.(2021). Psychological well-being of teachers; perceived social support, finding meaning and purpose in life, personal development tendency and it is examined according to some demographic variables (Unpublished master’s thesis). Kocaeli University, Kocaeli.
• *Aslan, H., & Erözyürek, A. (2021). The relationship between the levels of democracy in the school administration and the psychological well-being of the teachers. Journal of the Human and Social Science Researches, 10(4), 3711-3741. https://doi.org/10.15869/itobiad.933926
• *Arslan, Ş. N. (2022). The relationship between teachers' perceptions of school administrators' leadership styles and subjective well-being levels (Unpublished master’s thesis). Fırat University, Elazığ.
• *Arslan, Ş. N., & Zincirli, M. (2022). The relationship between teachers’ perceptions of school administrators’ leadership styles and subjective well-being levels. Journal of Education and Humanities: Theory and Practice, 13(26), 302-326.
• *Arvas, F. B. (2017). A research on relationship between subjective well-being and religious beliefs. Uludag Journal of Theology, 26(2), 165-201.
• *Aydoğan, İ. (2019). School cli̇mate percepti̇ons of teachers as predi̇ctors of psychologi̇cal well-bei̇ng levels (Unpublished master’s thesis). İstanbul Sabahattin Zaim University, İstanbul.
• *Bakar, H. (2018). The level of secondary teachers' emotional labor and subjective well being and the relationship between them: Kastamonu case study (Unpublished master’s thesis). Kastamonu University, Kastamonu.
• *Bayraktar, M. (2021). Investigation of the relationship between self-competence, intolerance of uncertainty and mindfulness variables with flourishing in teachers (Unpublished master’s thesis). Van Yüzüncü Yıl University, Van.
• *Bıçak, M. (2021). The relationship between subjective well-being levels of classroom teachers and their occupational burnout (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
• *Bilgin, Y. (2018). Teachers working in special education working life quality, psychological good creation and level of organizational labority investigation of the relationship between (Unpublished master’s thesis). Necmettin Erbakan University, Konya.
• Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
• *Cankal, D. F. (2020). The antecedents of emotional labor: Psychological well-being, leader member exchange and work engagement (Unpublished master’s thesis). İstanbul Sabahattin Zaim Universityi İstanbul.
• Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press.
• Centre for Education Statistics and Evaluation (CESE). (2014). School improvement frameworks: The evidence base. Sydney: NSW Department of Education and Communities. Retrieved from https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/literature-reviews/school-improvement-frameworks-evidence-base
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
• Cop, M. R. (2020). Relationships between tendency to change of teachers and their subjective well-being (Unpublished master’s thesis). Kocaeli University, Kocaeli.
• Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis (2nd ed.). New York: Russell Sage.
• Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Francis Group.
• *Çağırga, T. (2020). The relationship between teachers' tolerance level and psychological well-being (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
• *Çelik, O. T. & Kahraman, Ü. (2022). The relationship between teachers' perceptions of organizational support and their psychological well-being. Artuklu Human and Social Science Journal, 7(1), 1-17. https://doi.org/10.46628/itbhssj.1134102
• *Çetin, T. G. (2021). Öğretmenlerin öznel iyi oluş düzeyleri ve mülteci öğrencilere yönelik tutumları arasındaki ilişki (Unpublished master’s thesis). Çanakkale Onsekiz Mart University, Çanakkale.
• Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1-44. https://doi.org/10.14507/epaa.v8n1.2000
• Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Standford University, CA: National Staff Development Council. Retrieved from https://learningforward.org/wp-content/uploads/2017/08/status-of-professional-learning-phase-1.pdf
• *Demir, D. (2018). Investigating the relationship between information technologies teachers' virtual loneliness, occupational burnout and psychological well-being (Unpublished master’s thesis). Afyon Kocatepe University, Afyon.
• Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542
• Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. R. Snyder & S. J. Lopez (Eds.), Handbook ofpositive psychology (pp.63—73). New York: Oxford University Press. Retrieved from https://www.researchgate.net/publication/263919613_Subjective_well-being
• *Dinç, G. (2018). Investigating the relationship between information technologies teachers' virtual loneliness, occupational burnout and psychological well-being (Unpublished master’s thesis). Biruni University, İstanbul.
• Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Ankara: PEGEM Akademi Yayıncılık.
• *Doğan, Ü., & Aslan, M. (2022). Teachers’ perceptions regarding the school climate examination of the relationship between psychological well being. Trakya Journal of Education, 12(3), 1482-1499. https://doi.org/10.24315/tred.993218
• *Durmaz, C. (2020). Investigation of the relation between subjective well being level of teachers and their perception about school climate and class management skills (Unpublished master’s thesis). Düzce University, Düzce.
• *Dülger, Ş. (2021). The relationship between secondary school teachers 'participation in decision in school management and the levels of special good breeding (Istanbul province Esenyurt district example) (Unpublished master’s thesis). İstanbul Sabahattin Zaim University, İstanbul.
• Dündar, Z., & Demirli, C. (2018). Examining the psychological wellbeing of employees in terms of marital status. Educational Reflections, 2(2), 1-10.
• *Ekşi, H., Güneş, F., & Yaman, N. (2018). The investigation of marital adjustment of teachers in terms of psychological well-being and gender roles. Turkish Psychological Counseling and Guidance Journal, 8(50), 203-233.
• Ellis, P. D. (2012). The essential guide to effect sizes (5th ed.). Cambridge-UK: Cambridge University Press.
• *Emre, M. (2019). Prediction of the well-being of psychological counselors and teachers according to their sources of stress at workplace, professional quality of life and life styles (Unpublished master’s thesis). Yıldız Teknik University, İstanbul.
• *Enginar, R. (2022). Öğretmenlerin izlenim yönetimi taktikleri, örgütsel muhalefet düzeyleri ile öznel iyi oluş durumları arasındaki ilişki (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
• *Erdil, R. (2018). The relationship between the teachers' impression management tactics, organizational dissent and subjective well-being (Unpublished master’s thesis). İstanbul Gelişim University, İstanbul.
• *Erdoğan, E. (2022). Relationship between school principals' psychological well-being levels and Mintzberg's management roles (Unpublished master’s thesis). Bursa Uludağ University, Bursa.
• *Erözyürek, A. (2019). The relationship between the levels of democracy in the school administration and the psychological well-being of the teachers (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
• *Ertürk, A., Keskinkılıç Kara, S. B. & Zafer Güneş, D. (2016). Emotional labor and psychological well-being: Perception of administrative support as a predictor. Bolu Abant İzzet Baysal Üniversity Journal of Faculty of Education, 16(4), 1723-1744.
• Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. https://doi.org/10.1016/j.tate.2006.06.006
• Güçlü, M., & Sert, E. (2021). 1987-1999 yılları arasında süreli yayınlara yansıyan öğretmenlik mesleği ile ilgili makalelerin değerlendirlmesi: Çağdaş eğitim dergisi örneği [Evaluation of the articles related to the teaching profession that were reflected on periodical publications between 1987-1999: A case of contemporary education journal]. Journal of Erciyes Academy, 35(3), 1189-1214. https://doi.org/10.48070/erciyesakademi.942520
• *Günel, D. (2020). The mediator role of psychological flexibility between job satisfaction and psychological well-being among school counselors (Unpublished master’s thesis). Abant İzzet Baysal University, Bolu.
• *Güvenç, A. (2021). The relationship between physical education and sports teachers' psychological well-being levels and positive thinking skills levels (Unpublished master’s thesis). Karamanoğlu Mehmetbey University, Karaman.
• Hartung, J., Knapp, G., & Sinha, B. K. (2008). Statistical meta-analysis with applications. New Jersey: Wiley Publishing Inc.
• Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 1-25. https://doi.org/10.1016/j.edurev.2021.100411
• Hattie, J. A. C., & Yates, G. C. R. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (pp. 45–58). Retrieved from http://teachpsych.org/ebooks/asle2014/index.php
• Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education: An International Journal, 7(4), 399–420. https://doi.org/10.1007/s11218-004-0975-0
• *İkis, M. (2020). A research on relation between self-compassion, pychological well-being and religious orientation among teachers (A case study in Kayseri) (Unpublished doctoral thesis). Erciyes University, Kayseri.
• *İnce, A. (2022). The relationship between teachers' perceptions of positive leadership and the levels of psychological well-being in the Covid 19 process (Unpublished master’s thesis). Uşak University, Uşak.
• *Kahraman, G. (2021). The relationship between school principals' transformational leadership characteristics and teachers' subjective well being (Unpublished master’s thesis). Hacettepe University, Ankara.
• *Kahveci, A. (2019). The effect of organisational virtuousness on ethical climate and psychological well being (Unpublished doctoral thesis). Selçuk University, Konya.
• *Kalkan, A. (2020). The relationship between marriage satisfaction and psychological well-being among teachers: Sample of Adana (Unpublished master’s thesis). Çağ University, Ankara.
• *Karaçam, A. (2016). Academic optimism, psychological well being and physical esteem as predictors in physical education teachers' perception of success (Unpublished doctoral thesis). Gazi University, Ankara.
• *Karakuş, H. (2019). The mediator role of psychological well being on relationship between carrier burnout and couple burnout levels of teachers (Unpublished master’s thesis). Mersin University, Mersin.
• Keskinkılıç Kara, S. B. K., Zafer Güneş, D. Z., & Aydoğan, N. N. (2015). Perceived organizational support and organizational trust in primary schools. International Journal of Human Sciences, 12(2), 385-393.
• Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality & Social Psychology, 82(6), 1007-1023.
• *Köylü, D. (2018). The relationship between levels of teachers' participation in decision making process and their organisational commitment and psychological well being (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
• *Kurt, N. (2018). The relationship between psychological capital perseption, psychological well-being and job satisfaction of teachers (Unpublished doctoral thesis). Gazi University, Ankara.
• *Kürücü, Z. (2022). The relationship between supervisor support of school principals and psychological well-being of teachers (Unpublished master’s thesis). Recep Tayyip Erdoğan University, Rize.
• Lau, S. S. S., Shum, E. N. Y., Man, J. O. T., Cheung, E. T. H., Amoah, P. A., Leung, A. Y. M., Okan, O., & Dadaczynski, K. (2022). Teachers' well-being and associated factors during the COVID-19 pandemic: A cross-sectional study in Hong Kong, China. International Journal of Environmental Research and Public Health, 19(22), 14661. https://doi.org/10.3390/ijerph192214661
• Leroux, M., & Théorêt, M. (2014). Intriguing empirical relations between teachers’ resilience and reflection on practice. Reflective Practice, 15(3), 289-303, https://doi.org/10.1080/14623943.2014.900009
• Matud, M. P., López-Curbelo, M., & Fortes, D. (2019). Gender and psychological well-being. International Journal of Environmental Research and Public Health, 16(19), 3531. https://doi.org/10.3390/ijerph16193531
• McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19-34. https://doi.org/10.21913/JSW.v4i1.599
• OECD (2016). Supporting teacher professionalism: Insights from TALIS 2013. TALIS, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264248601-en
• *Özer, S. (2021). Investigation of the relationship between special education teachers' fear of COVID-19, quality of work life and psychological level of well-being (Unpublished master’s thesis). International Cyprus University, Nicosia.
• *Öztürk, C. & Saz, A. (2022). A field research on the relationship between organizational commitment and subjective well-being: Basic and secondary education teachers in Tatvan/Bitlis. JOEEP: Journal of Emerging Economies and Policy, 7(1), 361-369.
• Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers’ work-related well-being and engagement. Teaching and Teacher Education, 25(1), 68–75. https://doi.org/10.1016/j.tate.2008.06.009
• *Parlak, İ. (2022). The relationship between self leadership and teacher's psychological well-being (Unpublished master’s thesis). Çanakkale Onsekiz Mart University, Çanakkale.
• *Pekbay, M. (2021). Self-efficacy as the predictor of L2 english teachers' well-being (Unpublished master’s thesis). Bahçeşehir University, İstanbul.
• Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Oxford: Blackwell. https://doi.org/10.1002/9780470754887
• Rockstroh, A. H. (2013). Teacher characteristics on student achievement: An examination of high schools in ohio. MPA/MPP/MPFM Capstone Projects. 49. Retrieved from https://uknowledge.uky.edu/mpampp_etds/49
• Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638–641. https://doi.org/10.1037/0033-2909.86.3.638
• Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166. https://doi.org/10.1146/annurev.psych.52.1.141
• Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-1081. https://doi.org/10.1037/0022-3514.57.6.1069
• Ryff, C. D. (2018). Eudaimonic well-being: Highlights from 25 years of inquiry. In K. Shigemasu, S. Kuwano, T. Sato, & T. Matsuzawa (Eds.), Diversity in Harmony - Insights from Psychology: Proceedings of the 31st International Congress of Psychology (pp. 375-395), NY: John Wiley and Sons. https://doi.org/10.1002/9781119362081.ch20
• Ryff, C. D. (2019). Entrepreneurship and eudaimonic well-being: five venues for new science. Journal of Business Venturing, 34(4), 646–663. https://doi.org/10.1016/j.jbusvent.2018.09.003
• *Sesveren, S. (2015). The investigation of the relationship between the effective leadership characteristics and the level of subjective well-being of school administrators (Unpublished master’s thesis). Erciyes University, Kayseri.
• *Sezgin, Y. (2021). Examining the subjective well-being and emotional intelligence levels of physical education and sports teachers and the relationship between them (Unpublished master’s thesis). Erzincan Binali Yıldırım University, Erzincan.
• Scheuch, K., Haufe, E., & Seibt, R. (2015). Teachers’ health. Deutsches Ärzteblatt International, 112(20), 347-356. https://doi.org/10.3238/arztebl.2015.0347
• *Soner, O., & Yılmaz, O. (2020). Psychological well-being and burnout levels of teachers teaching in special education classrooms. Trakya Journal of Education, 10(3), 668-682. https://org/doi.10.24315/tred.599742
• *Söner, O., & Eldeleklioğlu, J. (2022). Moral disengagement and self-efficacy as predictors of mental wellbeing in teachers. The Journal of School Counseling, 5(2), 1-28. https://doi.org/10.58433/opdd.1076100
• Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping, 21, 37-53. http://dx.doi.org/10.1080/10615800701742461
• *Şerbetçioğlu, B. (2019). Prediction of the well-being levels of psychological counselors and teachers according to their work-family-life balance, colleagueship and mobbing at workplace (Unpublished master’s thesis). Yıldız Teknik University, İstanbul.
• *Şimşek, A. İ. (2022). Teacher mindset and subjective wellbeing: Primary teachers sample (Unpublished master’s thesis). Kocaeli University, Kocaeli.
• *Taşçı, E. (2021). The relationship between teachers values and psychological well being (Unpublished master’s thesis). Siirt University, Siirt.
• Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research articles: A simplified methodology. Retrieved from http://work-learning.com/effect_sizes.htm.
• *Turan, B. (2022). Academic optimism and psychological well-being as predictors of Turkish EFL teachers' sense of self-efficacy (Unpublished master’s thesis). Çağ University, Ankara.
• *Uslu, M. (2016). The relationship between the level of psychological well-being of school administrators and their style of making decision (Unpublished master’s thesis). Erciyes University, Kayseri.
• *Uysal, F. (2022). The relationship between the organizational happiness and mental well-being levels of high school teachers (Unpublished master’s thesis). Alanya Alaaddin Keykubat University, Alanya.
• *Uzakgiden, A. M. (2019). An analysis of the teachers' subjective well-being in the self-efficacy beliefs and the balanced measure of psychological needs variables (Sample of Şanlıurfa province) (Unpublished master’s thesis). Muğla Sıtkı Koçman University, Muğla.
• *Yavuz, S. (2022). Examination of science and art center visual arts teachers in terms of mental wellness (Unpublished master’s thesis). İnönü University, Malatya.
• *Yeşiltepe, S. S. (2011). Investigation of teacher?s martial adjustment terms of psychologicalwell being and some of variables (Unpublished master’s thesis). İnönü University, Malatya.
• *Yıldız, B. (2020). The relationship between psychological well-being and procrastination behavior of teachers (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
• *Yılmaz, Ö. (2019). Evaluation of the relationship between spiritual well-being and level of happiness at teachers who are employee at different kinds of schools (Unpublished master’s thesis). İstanbul Sabahattin Zaim University, İstanbul.
• *Yüksel Sahin, F., & Emre, M. (2021). Investigation levels of the wellbeing of school counselors. IBAD Journal of Social Sciences, 10, 1-23. https://doi.org/10.21733/ibad.844011